Exam 3 content

Question 1

Sensorimotor stage

Answer 1

Birth-2 years old
child doesn’t understand object permanence (objects continue to exist even if they’re out of sight) peekaboo is amazing because they think you actually disappear when you cover your face
separation anxiety from parents

Question 2

Preoperational stage

Answer 2

2-6 years old
understands object permanence
starting to learn that pictures/symbols convey ideas
egocentrism (what the child sees/experiences is what everyone experiences. kid thinks that if they put a blanket over their head and cannot see their parents, their parents cannot see him).
failure to understand conservation (the water example with 2 exact same volume containers but one is taller and the other is fatter so they pick the taller one regardless)

Question 3

Concrete operational stage

Answer 3

begins once the child understands conservation
can take the perspective of other people and group similar objects into categories
start to understand basic logic
cannot think abstractly yet

Question 4

Formal operational stage

Answer 4

ages 12 and up
reason on a logical hypothetical level
think abstractly and like an adult

Question 5

Harlow’s attachment study

Answer 5

The Cloth Mother
the comfort and warmth of cloth mom was more important than the wire mom who had the food- spent all day besides feeding time with cloth mom and ran to her when the monkey got scared
Showed importance of contact comfort

Question 6

Secure attachment

Answer 6

some distress when mom left but when she came back they were excited and quickly calmed down when she returned
moms who are warm, affectionate, responded to their kids needs

Question 7

Ambivalently/resistant attachment

Answer 7

got upset when mom left but weren’t soothed by her return and still cried

Question 8

Disorganized attachment

Answer 8

confused, would try to go to their mom but then get distracted and looked away, not super comforted by mom
some suggestion kids had been abused (the wariness and avoidance) because they don’t know if the parent will be nice or dangerous

Question 9

Avoidant attachment

Answer 9

did not get upset when mom left and tried to interact with the stranger. when mom came back no interest in reconnecting
moms who weren’t available for their children

Question 10

Authoritative parenting

Answer 10

high expectations but are warm and affectionate
parents explain their rules and willing to discuss them with rationale
responsive and show respect for their children and their opinions
kids with these parents: mature, happy, self control, assertive in social situations, higher levels of academic achievement and self esteem

Question 11

Authoritarian parenting

Answer 11

explanation for the rules “because i said so” “im the parent you’re the kid”
don’t tolerate disobedience
uncommunicative and emotionally distant
kids who are disciplined in this manner: withdrawn, anxious, lack of social skills, low performance in school

Question 12

Indulgent/permissive parenting

Answer 12

warm and supportive
few rules and expectations of kids behavior
allow kids to make their own decisions
kids with these parents: immature, not self reliant and have less independence

Question 12

Neglectful parenting

Answer 12

no limits or expectations for their children
no warmth, they’re not there because they’re too involved in their own lives (usually substance or mental issues)
kids with these parents: more likely to get in trouble with the law, drink, do drugs, have sex earlier

Question 13

Preconventional morals

Answer 13

based on consequences
don’t want to get in trouble solely because they don’t want to get in trouble and deal with the punishment

Question 14

conventional morals

Answer 14

use your family and friends as judgment guides
based on societal rules and laws

Question 15

Post conventional morals

Answer 15

morality judged in terms of abstract principles which may transcend laws
Test question would be obvious, some super abstract idea that the person is thinking about

Question 16

Drive reduction theory

Answer 16

Biological needs drive our behavior
Drive - a state of arousal brought about by an underlying need which motivates one to engage in behavior that will satisfy the need and reduce the tension.
Derives from the concept of homeostasis
if you’re hungry, creates arousal to go and search for food to cure hunger

Question 16

Motivation

Answer 16

The process that initiates, directs, and sustains behavior to satisfy physiological or psychological needs

Question 17

Expectancy theory

Answer 17

Expectancy theory
Behavior is motivated by expected outcomes
Incentives - positive or negative stimuli that motivate our behavior: clout, fame, a raise, etc
Test question will be like the person expects this to happen so…

Question 18

Arousal theory

Answer 18

We are motivated to maintain an optimum level of arousal
saying arousal isn’t good or bad, need some arousal to get stuff done throughout the day

Question 19

Avoidance motivation

Answer 19

doing something to avoid an unpleasant outcome. avoiding punishment is a bigger driver to do something than a reward

Question 19

Achievement motivation

Answer 19

Conscious versus unconscious
we don’t always know why we are motivated to do something/why we do it
conscious: i show up to class so I can get iclicker points
unconscious: i show up to class because i unconsciously am seeking approval from parents for going to class and doing well

Question 20

intrinsic and extrinsic motivation

Answer 20

intrinsic motivation way stronger than extrinsic motivation because once the incentive goes away that’s fueling the extrinsic motivation people will stop doing the thing they’re getting rewards for

Question 21

Approach motivation

Answer 21

approaching something positive, knowing you’ll get a reward for it

Question 22

James Lange theory

Answer 22

Emotions occur in response to physiological changes
body response → become aware of the body response → emotion

Question 23

Cannon bard theory

Answer 23

Emotional responses occur at the same time as the physiological changes
body response + emotion → the emotion

Question 24

2 factor theory (S&S)

Answer 24

emotional stimuli elicit arousal and then we interpret the causes of arousal to determine emotion

Question 25

Facial feedback theory

Answer 25

signals from the face provide cues to emotional experience

Question 26

Biological features of emotion

Answer 26

Fear and disgust produce right frontal activation
Happiness produces left frontal activation
Left anterior
Approach related emotions - interest, happiness, anger
Right anterior
Withdrawal related emotions - fear, disgust
Sadness is not withdrawal emotion but rather a lack of approach (lack of engagement, loss of pleasure, etc)

Question 27

Id

Answer 27

Most primitive
Pleasure principle
wants gratification and wants it now
doesn’t listen to reason
Source of the libido (psychic energy)
energy that drives all of our personality, not just sexual

Question 28

Ego

Answer 28

Reality principal
Balances the needs of the id and the superego
what are socially acceptable ways to satisfy the needs of the id and doesn’t let our superego make us feel guilty

Question 29

Superego

Answer 29

Rigid and moralistic
sound like your parents
Ego-ideal – what we should be
Conscience – rules for how we should behave
hide all sexual or aggressive impulses so you don’t get in trouble
Strong superego= guilt ridden person, stick up their ass

Question 30

Oral stage

Answer 30

0 to 12/18 months
conflict = weening. a kid has to learn how to eat food regularly and not breastfeed. take it away too quickly (oral aggressive, verbally abusive, smoking as a substitute for boob) or the kid is never weaned off (oral dependent, gullible, naive)

Question 31

Anal stage

Answer 31

12/18 months to 3 years
conflict = potty training. anal retentive if they were forced to potty train too early (hold on to grudges and hold in emotions, obsessive compulsive) anal expulsive if they weren’t potty trained quickly enough (disorganized, sloppy)

Question 32

Phallic stage

Answer 32

3 to 5/6 years (studied boys only for this stage)
Oedipus Complex
little boy resolves his internal conflict of wanting to have sex with his mom by becoming like his dad (who he’s jealous of) so he can get a girl like his mom
Electra Complex
got jealous that they don’t have a penis and want their dads penis, realizes it won’t happen so then they identify with their moms instead

Question 33

Latency stage

Answer 33

5/6 years to puberty
a kid doesn’t think about sex for a couple years. focused on friends and school

Question 34

Genital stage

Answer 34

puberty forward
sexual energy gets directed towards others and capable of full adult sexuality, capable of love, etc

Question 35

Repression

Answer 35

pushing uncomfortable thoughts and feelings out of awareness. don’t think about it and it won’t bother you
can appear in dreams or freudian slips
underlies all other defense mechanisms
psychologists today disagree and believe that memories associated with high stress hormones are remembered more

Question 36

Denial

Answer 36

not only are you pushing it out of your awareness but the thing/event just does not exist at all. #delusional
happens a lot when people deny evidence of their partner’s affair

Question 37

Projection

Answer 37

confirmed by later research
downplaying/disguising your own threatening impulses by attributing them to others
“the thief thinks everyone else is a thief”

Question 38

Reaction formation

Answer 38

confirmed by later research
switching unacceptable impulses into their opposite
an extremely angry person comes off as super friendly

Question 39

Regression

Answer 39

retreating to an earlier psychosexual stage where some psychic energy remained fixated
boy reverts to oral stage and sucks his thumb as he’s nervous on the way to the first day of school

Question 40

Rationalization

Answer 40

Offering self-justifying explanations in place of the real, more threatening unconscious reasons for one’s actions
Downplaying
Example: A habitual drinker says she drinks with her friends “just to be sociable.”

Question 41

Displacement

Answer 41

Shifting sexual or aggressive impulses toward a more acceptable or less threatening object or person
diff from projection- target feelings at a safer target (beat a pillow to let out anger)
Example: A little girl kicks the family dog after her mother puts her in a time-out.

Question 42

Identification

Answer 42

children incorporate their parents values into developing superegos
relates to how boys become like their dads because they want someone like their mom
leads to gender identity

Question 43

Sublimation

Answer 43

taking a negative feeling and doing something positive and mature to cope with it instead of something bad
A person is so angry that they feel the urge to express physical aggression. Instead of punching a wall, they go to a gym and sign up for boxing lessons where their aggression can be channeled into other outlets like fitness

Question 44

Neuroticism

Answer 44

emotional stability. low = stable. high = changing emotions

Question 45

Extraversion

Answer 45

associability factor. outgoing, talkative, assertive. high = outgoing. low= introvert

Question 46

Openness

Answer 46

imaginative, cultured, openness to experience
high = open. low = closed off

Question 47

Agreeableness

Answer 47

antagonistic=low on scale, compassionate/warm/friendly= high on scale

Question 48

Conscientiousness

Answer 48

reliable, perseverance
high = perseverance. low = not reliable

Question 49

Mischel- person-situation controversy

Answer 49

argued people’s behavior is more consistent within a situation than across many different situations
if people cheat on one exam they will probably cheat on other exams, but does not mean they will cheat on a romantic partner
traits are not good at predicting behavior

Question 50

Bandura’s reciprocal feedback

Answer 50

behavior → cognitive factors → situational factors (feedback loop). the way we think about ourselves interacts with our behavior and the situation at hand and that determines how we will act

Question 51

Rotter- locus of control

Answer 51

External locus of control: outside factors shape fate
Example: you fail a test, blame the bad professor or that the test was too hard
Internal locus of control: you control your fate
Example: you fail a test, you reflect on your own study habits and how you can do better on the next one